Edexcel 2016 AS and A level GCE Geography course planner
Contents
Introduction 1
Two-year AS and A level Geography course planner (one teacher) 2
Two-year AS and A level Geography course planner (two teacher) 8
Introduction
This document suggests a model for delivering the AS and A level Geography course over two years. Research with centres showed us that most centres will be co-teaching AS and A level Geography with the same class and so this model considers the time that will be needed to prepare for the AS assessments in Year 12. An alternative model is also provided for centres with two teachers delivering the course. The number of hours allocated to Geography each week will depend on the individual centre’s timetable; as research with schools and colleges indicated that on average A level is given 4–5 hours per week, 4 hours a week was used as a guide for creating these course planners.
Synopticity and synoptic themes: Players, Attitudes and actions, and Futures and uncertainties need to be emphasised throughout the two-year course (see page 9 of specification for more information).
It is compulsory for AS students to complete two days of fieldwork and for A level students to complete four days of fieldwork over the two-year course. The four days of fieldwork can all be delivered in the first year, or they can be split over the two years. If a student transfers from AS to A level at the end of Year 12 then the two days of fieldwork they have already carried out can count towards the four days of fieldwork required for A level.
The 2016 Edexcel AS level Geography specification comprises two areas of study, both of which can be co-taught with A level Geography:
1. Dynamic Landscapes
2. Dynamic Places.
The 2016 Edexcel A level Geography specification comprises of four areas of study:
1. Dynamic Landscapes (can be co-taught with AS)
2. Dynamic Places (can be co-taught with AS)
3. Physical Systems and Sustainability
4. Human Systems and Geopolitics.
Dynamic Landscapes / Dynamic PlacesTopic 1: Tectonic Processes and Hazards
Topic 2: Landscape Systems, Processes and Change – a choice of either 2A Glaciated Landscapes and Change or 2B Coastal Landscapes and Change / Topic 3: Globalisation
Topic 4: Shaping Places – a choice of either 4A Regenerating Places or 4B Diverse Places
Physical Systems and Sustainability / Human Systems and Geopolitics
Topic 5: The Water Cycle and Water Insecurity
Topic 6: The Carbon Cycle and Energy Security / Topic 7: Superpowers
Topic 8: Global Development and Connections – a choice of either 8A Health, Human Rights and Intervention or 8B Migration, Identity and Sovereignty
Our free support includes:
● a dedicated Geography Adviser, Jon Wolton
● additional AS and A level Geography specimen papers
● student exemplars with assessment commentary
● mock marking training
● Getting Started Guide and course planners for AS and A level Geography
● schemes of work and topic packs for every topic
● support with embedding high quality fieldwork into teaching
● Thinking Geographically: Maths and statistics – based on the proven approach of Pearson Maths
● Thinking Geographically: Literacy – based on the proven approach of Pearson English: Grammar for Writing
● Getting Ready to Teach training events.
Two-year AS and A level Geography course planner (one teacher)
Date (w/b)2016 / Term/
week / Content / Notes
Autumn term, Year 12
5 Sept / Week 1 / Area of study 1, Topic 1: Tectonic Processes and Hazards
EQ1: Why are some locations more at risk from tectonic hazards?
EQ2: Why do some tectonic hazards develop into disasters?
EQ3: How successful is the management of tectonic hazards and disasters? / Roughly 18 hours of teaching over 4.5 weeks.
This is a popular and familiar topic, providing a strong start to the A level.
12 Sept / Week 2
19 Sept / Week 3
26 Sept / Week 4
3 Oct / Week 5
10 Oct / Week 6 / Area of study 1, Topic 2
Either Option 2A Glaciated Landscapes and Change or Option 2B Coastal Landscapes and Change
Option 2A
EQ1 How has climate change influenced the formation of glaciated landscapes over time?
EQ2: What processes operate within glacier systems?
EQ3: How do glacial processes contribute to the formation of glacial landforms and landscapes?
EQ4: How are glaciated landscapes used and managed today?
EQ4: How are glaciated landscapes used and managed today?
Fieldwork write-up / Roughly 24 hours of teaching over 6 weeks.
Teach either Glaciated Landscapes and Change or Coastal Landscapes and Change.
1 day of compulsory fieldwork to be included here.
17 Oct / Week 7
24 Oct / Week 8
Half term
7 Nov / Week 9 / Option 2B
EQ1: Why are coastal landscapes different and what processes cause these differences?
EQ2: How do characteristic coastal landforms contribute to coastal landscapes?
EQ3: How do coastal erosion and sea level change alter the physical characteristics of coastlines and increase risks?
EQ4: How can coastlines be managed to meet
the needs of all players? / An additional week to be spent completing mini write-up of fieldwork in preparation for fieldwork exam questions at AS level, and/or the Independent Investigation at A level.
14 Nov / Week 10
21 Nov / Week 11
28 Nov / Week 12 / Fieldwork write-up / Roughly 18 hours of teaching over 4.5 weeks.
5 Dec / Week 13 / Area of study 2, Topic 3: Globalisation
EQ1: What are the causes of globalisation and why has it accelerated in recent decades?
EQ2: What are the impacts of globalisation for countries, different groups of people and cultures?
12 Dec / Week 14
19 Dec / Week 15
2017 / Christmas break followed by Spring term
9 Jan / Week 1 / Complete Topic 3: Globalisation
EQ3: What are the consequences of globalisation for global development and how should different players respond to its challenges?
16 Jan / Week 2 / Revision and assessment for Area of study 1
23 Jan / Week 3 / Area of study 2, Topic 4 Shaping Places
Either Option 4A Regenerating Places or Option 4B Diverse Places
Option 4A Regenerating Places
EQ1: How and why do places vary? (an in-depth study of the local place in which you live/study and one contrasting place)
EQ2: Why might regeneration be needed?
EQ3: How is regeneration managed?
EQ4: How successful is regeneration?
Option 4B Diverse Places
EQ1: How do population structures vary? (an in-depth study of the local place in which you live or study and one contrasting place)
EQ2: How do different people view diverse living spaces? / Roughly 24 hours of teaching over 6 weeks.
Teach either Regenerating Places or Diverse Places.
1 day of compulsory fieldwork to be included here.
An additional week to be spent completing mini write-up of fieldwork in preparation for fieldwork exam questions at AS level, and/or the Independent Investigation at A level.
30 Jan / Week 4
6 Feb / Week 5
13 Feb / Week 6
Half term
27 Feb / Week 7 / EQ3: Why are there demographic and cultural tensions in diverse places?
EQ4: How successfully are cultural and demographic issues managed?
Fieldwork write-up
6 March / Week 8
13 March / Week 9
20 March / Week 10 / Review and breathing space
27 March / Week 11 / Revision – Area of study 2, Topic 3, Globalisation
Easter break followed by Summer term
17 Apr / Week 1 / Revision – Area of study 2, Topic 4, Option 4A Regenerating Places or 4B Diverse Places / Centres/students not completing AS examinations could complete 2 more days of compulsory fieldwork and begin work on the Independent Investigations during this term.
24 Apr / Week 2 / Revision and assessment for Area of study 2
1 May / Week 3 / Revision of Area of study 1, Topic 1: Tectonic Processes and Hazards
8 May / Week 4 / Revision of Area of study 1, Option 2A Glaciated Landscapes and Change or 2B Coastal Landscapes and Change
15 May / Week 5 / AS examinations
22 May / Week 6
Half term
5 June / Week 7 / AS examinations
12 June / Week 8 / Students return following AS examinations.
Option 1:
2 days of compulsory fieldwork and begin write-up of Independent Investigation.
Week 1 and 2:
Research relevant literature sources and geographical theory
Developing aims, questions and/or hypotheses
Planning fieldwork and research methods
Week 3:
Completion of fieldwork and research
Week 4:
Write-up of Purpose of the Independent Investigation (12 marks), and Field Methodologies and Data Collection (10 marks)
Week 5 and 6:
Write-up of Data Representation, Analysis, Interpretation and Evaluation of Techniques and Methodologies used (24 marks) and Conclusions and Critical Evaluation of the Overall Investigation (24 marks) – to be completed over summer break
Or Option 2:
Area of study 3, Topic 5: The Water Cycle and Water Insecurity
EQ1: What are the processes operating within the hydrological cycle from global to local scale?
EQ2: What factors influence the hydrological system over short- and long-term timescales?
EQ3: How does water insecurity occur and why is it becoming such a global issue for the 21st century?
Area of study 3, Topic 6: The Carbon Cycle and Energy Security
EQ1: How does the carbon cycle operate to maintain planetary health? / Some centres may choose to work on the Independent Investigation in the summer term (Option 1), as it provides optimum conditions for fieldwork and teachers tend to have more non-contact time during this term, cutting costs and minimising impacts on teaching and learning.
However, some centres may find it difficult to take students out on fieldwork during the summer term due to disruptions to student attendance (university open days, etc.). There may also be some students who are unsure if they want to continue to study geography after AS examinations, making fieldwork and coursework more challenging to deliver. Therefore, some centres may prefer to teach content in the summer term, as suggested by Option 2.
For Topic 5, allow roughly 18 hours of teaching over 4.5 weeks, and for Topic 6, EQ1, allow roughly 6 hours of teaching over 1.5 weeks.
19 June / Week 9
26 June / Week 10
3 July / Week 11
10 July / Week 12
17 July / Week 13
Start of summer break, end of Year 12
2017 / Autumn term, Year 13
4 Sept / Week 1 / Introduction to Year 13
Completion of Option 1:
Review and redraft of Independent Investigation
Begin work on Area of study 3, Topic 5: The Water Cycle and Water Insecurity
EQ1: What are the processes operating within the hydrological cycle from global to local scale?
Or Completion of Option 2:
Area of study 3, Topic 6: The Carbon Cycle and Energy Security
EQ2: What are the consequences for people and the environment of our increasing demand for energy?
EQ3: How are the carbon and water cycles linked to the global climate system? / Students to complete work on the Independent Investigation (Option 1) or complete work on Topic 6 (Option 2).
For Option 1, allow roughly 6 hours over 1.5 weeks for completion of coursework, and roughly 6 hours over 1.5 weeks for teaching Topic 5, EQ1.
For Option 2, allow roughly 12 hours of teaching over 3 weeks for completion of Topic 6.
11 Sept / Week 2
18 Sept / Week 3
25 Sept / Week 4 / Reversal of options above.
Either complete work on Independent Investigation (as detailed above)
Or complete Topic 5: The Water Cycle and Water Insecurity and Topic 6: The Carbon Cycle and Energy Security. / As detailed above.
2 Oct / Week 5
9 Oct / Week 6
16 Oct / Week 7
23 Oct / Week 8
Half term
6 Nov / Week 9 / Completion of above.
13 Nov / Week 10
20 Nov / Week 11
27 Nov / Week 12
4 Dec / Week 13 / Area of study 4, Topic 7: Superpowers
EQ1: What are superpowers and how have they changed over time?
EQ2: What are the impacts of superpowers on the global economy, political systems and the environment? / Roughly 18 hours of teaching over 4.5 weeks.
11 Dec / Week 14
18 Dec / Week 15
2018 / Christmas break followed by Spring term
8 Jan / Week 1 / Completion of Topic 7: Superpowers
EQ3: What spheres of influence are contested by superpowers and what are the implications of this?
15 Jan / Week 2 / Paper 1 assesses content covered in Area of study 1 and 3
22 Jan / Week 3 / Review and consolidation
Revision and assessment for Area of study 3
Full mock exam for Paper 1 (2 hours)
29 Jan / Week 4 / Area of study 4, Topic 8 Global Development and Connections
Either Option 8A: Health, Human Rights and Intervention or Option 8B Migration, Identity and Sovereignty
Option 8A
EQ1: What is human development and why do levels vary from place to place?
EQ2: Why do human rights vary from place to place?
EQ3: How are human rights used as arguments for political and military intervention?
EQ4: What are the outcomes of geopolitical interventions in terms of human development and human rights?
Option 8B
EQ1: What are the impacts of globalisation on international migration?
EQ2: How are nation states defined and how have they evolved in a globalising world?
EQ3: What are the impacts of global organisations on managing global issues and conflicts?
EQ4: What are the threats to national sovereignty in a more globalised world? / Roughly 24 hours of teaching over 6 weeks.
Teach either Health, Human Rights and Intervention or Migration, Identity and Sovereignty.
5 Jan / Week 5
12 Feb / Week 6
Half term
26 Feb / Week 7 / Complete Topic 8: Option 8A Health, Human Rights and Intervention or Option 8B Migration, Identity and Sovereignty / Complete last 2 EQs.
5 Mar / Week 8
12 Mar / Week 9
19 Mar / Week 10 / Review and consolidation
Revision and assessment for Area of study 4
Full mock exam for Paper 2 (2 hours) / Paper 2 assesses content from Area of Study 2 and 4
26 Mar / Week 11 / Revision Area of study 1
2 Apr / Week 12 / Revision Area of study 2
Easter break followed by Summer term
23 Apr / Week 1 / Focus on synopticity and mock exam for Paper 3 (1 hour and 45 minutes)
30 Apr / Week 2 / Revision Area of study 3
7 May / Week 3 / Revision Area of study 4
14 May / Week 4 / Revision
21 May / Week 5 / Revision
Half term followed by A level examinations
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